Chatbots can be used to promote the development of social skills in autistic children and young people, according to a new study.
AI-generated “artificial companions” contain elements that cultivate emotional connections which feel safe and non-judgemental to some young people with special needs, the report found.
The wide-ranging research, carried out by the Center for Universal Education at Brookings Institution, in Washington DC, with input from education systems in several countries, examines the use of artificial intelligence in the education process.
It found that AI can “engage in empathetic conversations with humans, deliberately incorporating anthropomorphic features to promote the development of social skills”.
The report, A New Direction for Students in an AI World, said that interviews with teachers had shown that children with autism spectrum disorder (ASD) found these chatbots particularly appealing.
“Youth with ASD often experience significantly more social difficulties and maintain fewer friendships compared with typically-developed peers,” it found.
“Learners with ASD may gravitate toward online chatbots because they simulate real-life communication scenarios, providing a safe space for rehearsing interactions without risk of judgement or rejection.”
AI systems that mimic human interactions may produce unanticipated psychological effects
However, the report also warned that it was not yet clear the extent to which these tools could help or harm emotional wellbeing, which raised “profound questions about the future of young people’s emotional development in an increasingly AI-mediated education landscape”.
The study said: “These tools remain nascent, and far more research is needed on their net benefits and harms.
“However, given the degree to which Ai has already insinuated itself into young people’s lives, the documented prevalence of mental health challenges among youth, and the well-publicized examples of AI attempting to exert undue influence on users, continued vigilance cannot wait for comprehensive research findings.
“AI systems that mimic human interactions may produce unanticipated psychological effects, with particular concerns about long-term impacts on emotional well-being and critical thinking development.
“These concerns intensify when considering how AI systems are deliberately built to satisfy users by mirroring tone, reinforcing views, and simulating empathy, creating illusions of connection that may prove difficult to distinguish from genuine rapport.”
AI and assistive technology
The study also pointed to ways that AI could be integrated into assistive technology to help those with dyslexia and other learning challenges. One method, for example, manipulated the way text was presented by highlighting, bolding, changing font colours and make size adjustments without changing the wording or context.
Meanwhile, synthetic voice systems were able to support those with speech impairments, while preserving the child’s own voice characteristics.
The report said: “Critically, for instructional designers creating accessible online learning experiences, AI provides substantial support: generating alternative text for images, performing automated accessibility auditing using readability metrics, automating contrast checking for colorblind learners, verifying appropriate fonts for visually impaired students, and generating closed captions for video content.
“One small field experiment found that when novice designers alternated between using AI assistance and working independently, AI-assisted lessons received significantly higher quality scores on half the assignments and never scored lower on average, suggesting Ai’s potential to elevate both accessibility and overall quality of online course design.”
Include teachers in AI development
Daniel Kebede, general secretary of the National Education Union, welcomed the report but added: “Currently the risks of AI use in education overshadow the benefits and action is urgently needed to shape and leverage AI for transformational educational benefits.
“We all have a role to play in ensuring that we can ‘bend the arc’ of AI implementation towards educational experiences that help all children to flourish academically, socially and civically.
“We call for educational AI tools to be co-created with educators, students, parents, and communities. Education needs a roadmap for how we turn the tide and ensure the risks of AI no longer overshadow the benefits.”
